Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan (p-ISSN: 1979-3472; e-ISSN: 2580-5223) is a double-blind peer-reviewed journal dedicated to facilitating the dissemination of research in education, particularly in Islamic studies, the development of teaching and learning theories, and contemporary educational issues. The journal is published by the Teacher Training Institute, Faculty of Tarbiyah and Teacher Training at Universitas Islam Negeri Alauddin Makassar. Formerly known as Lentera Akademika, the journal was first published in 1997 and was renamed Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan in 2013. It is indexed in SINTA 2 (Accredited Journal, Decree No. 200/M/KPT/2020) by the Ministry of Research and Technology/Head of the National Research and Innovation Agency of the Republic of Indonesia, with accreditation valid until 2024. The journal's editorial mission is to provide a vanue for scholarly exchange and to connect researchers and practitioners in education-related fields. Submissions are accepted from around the world. All submitted articles must be original, unpublished, and not under consideration for publication elsewhere.
Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Alauddin Makassar
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Navigating Modernity through Adaptive Leadership in Indonesian Islamic Boarding School Education
This study aims to analyze the forms and characteristics of adaptive leadership at the Darussalam Islamic Boarding School in Blokagung, Banyuwangi, in responding to the challenges of modernity. Employing a qualitative case study approach, data were collected through in-depth interviews with key stakeholders, including leaders, administrators, teachers, and students; participant observation; and the analysis of institutional documents such as policies, curricula, and archival records. Data analysis followed the interactive model proposed by Miles and Huberman, encompassing data reduction, data display, and conclusion drawing and verification, with trustworthiness ensured through the triangulation of sources, methods, and observers. The findings indicate that adaptive leadership contributes significantly to the development of Islamic education management by balancing tradition and modernity through pedagogical innovation, the integration of digital technology, and the strengthening of students’ soft skills. In practical terms, the adoption of digital media, the promotion of entrepreneurship through pesantren -based business units, and the establishment of the Darussalam Economic Cooperation (DASSCO) have enhanced institutional autonomy while generating tangible benefits for the welfare of the surrounding community and alumni. Moreover, the flexibility of the LBKD caregiving system represents an important innovation in fostering a more humanistic and context-sensitive educational environment. Despite these contributions, this study is limited by its lack of in-depth exploration of internal challenges, such as resistance to change and unequal access to digital resources among santri. Future research is therefore recommended to examine international collaboration, the sustainability of pesantren -based enterprises, and the long-term impact of adaptive leadership on the character formation of santri. Overall, this study contributes to the development of a hybrid leadership model that preserves traditional Islamic values while promoting innovation, thereby enabling Islamic boarding schools to remain relevant and globally competitive. Abstrak: Penelitian ini bertujuan menganalisis bentuk dan karakteristik kepemimpinan adaptif di Pondok Pesantren Darussalam Blokagung Banyuwangi dalam menghadapi tantangan modernitas. Menggunakan pendekatan kualitatif jenis studi kasus, data diperoleh melalui wawancara mendalam dengan subjek penelitian pimpinan, pengelola, ustadz, dan santri, observasi partisipan, serta dokumentasi kebijakan, kurikulum, dan arsip kelembagaan. Analisis data mengikuti model interaktif Miles dan Huberman, meliputi reduksi, penyajian, dan penarikan kesimpulan, dengan keabsahan dijamin melalui triangulasi sumber, metode, dan pengamat. Hasil penelitian menunjukkan kepemimpinan adaptif berkontribusi pada pengembangan manajemen pendidikan Islam dengan menyeimbangkan tradisi dan modernitas melalui inovasi pembelajaran, pemanfaatan teknologi digital, serta penguatan soft skills santri. Secara praktis, penerapan media digital, kewirausahaan melalui unit usaha pesantren, dan pembentukan Darussalam Economic Cooperation (DASSCO) memperkuat kemandirian pesantren sekaligus berdampak nyata pada kesejahteraan masyarakat dan alumni. Fleksibilitas sistem pengasuhan LBKD juga menjadi inovasi penting dalam membangun pendidikan humanis dan kontekstual. Keterbatasan penelitian ini adalah belum mendalami tantangan internal, seperti resistensi terhadap perubahan dan keterbatasan akses digital santri. Untuk penelitian selanjutnya, disarankan mengkaji kolaborasi internasional, keberlanjutan usaha pesantren, serta dampak jangka panjang kepemimpinan adaptif terhadap pembentukan karakter santri. Penelitian ini berkontribusi pada pengembangan model kepemimpinan hibrida yang menjaga nilai tradisional Islam sekaligus mendorong inovasi agar pesantren tetap relevan dan berdaya saing global.
Copyright (c) 2025 Rois Mahmudi, Siti Aimah https://creativecommons.org/licenses/by-nc/4.0/deed.id
Adaptive Assessment in Islamic Religious Education for Promoting Inclusive Learning in Junior High Schools for Students with Special Needs
Assessment in Islamic Religious Education (Pendidikan Agama Islam/PAI) plays a pivotal role in supporting inclusive education for students with special needs in Special Junior High Schools (Sekolah Menengah Pertama Luar Biasa/SMP LB). Beyond measuring cognitive, affective, and psychomotor domains, PAI assessment functions as a foundational mechanism for designing and implementing individualized learning programs that accommodate diverse learner characteristics. Nevertheless, its implementation continues to face several challenges, including the limited availability of tactile learning media, the heterogeneity of students’ disabilities and learning needs, and the lack of systematic and comprehensive assessment documentation. This study aims to examine adaptive assessment practices in PAI from teachers’ perspectives, with particular attention to assessment planning, implementation strategies, and the utilization of assessment outcomes. Employing a qualitative descriptive approach with a case study design, data were collected through in-depth interviews, classroom observations, and document analysis, and analyzed using triangulation techniques to ensure data credibility. The research participants consisted of three PAI teachers from two Special Junior High Schools, anonymized as School A and School B. Teacher 1 teaches at School A, while Teachers 2 and 3 are affiliated with School B. The findings indicate that teachers implement adaptive assessment practices through a variety of methods, including oral questioning, systematic observation, practical worship activities, and the use of both simple instructional tools and digital media. Assessment results are subsequently utilized for instructional evaluation, remedial planning, collaborative reflection among teachers, and communication with parents or guardians. These findings underscore the importance of enhancing access to appropriate tactile media, strengthening systematic assessment documentation, and providing continuous professional development for teachers. Such efforts are essential to ensure that PAI assessment effectively contributes to equitable, meaningful, and inclusive educational practices in special school contexts. Abstrak: Asesmen Pendidikan Agama Islam (PAI) memiliki peran penting dalam mendukung pendidikan inklusif bagi peserta didik berkebutuhan khusus di Sekolah Menengah Pertama Luar Biasa (SMP LB). Asesmen tidak hanya berfungsi menilai aspek kognitif, afektif, dan psikomotor, tetapi juga menjadi dasar dalam penyusunan program pembelajaran individual. Namun, implementasinya masih menghadapi berbagai kendala, antara lain keterbatasan media taktil, keragaman kondisi peserta didik, serta minimnya dokumentasi formal. Penelitian ini bertujuan menganalisis praktik adaptive assessment PAI dari perspektif guru, dengan fokus pada perencanaan, strategi asesmen, dan pemanfaatan hasil asesmen. Penelitian menggunakan pendekatan deskriptif kualitatif dengan desain studi kasus melalui wawancara, observasi, dan analisis dokumentasi, serta pengolahan data dengan teknik triangulasi sumber. Subjek penelitian ini adalah tiga guru PAI dari dua SMP LB yang disamarkan sebagai Sekolah A dan Sekolah B. Guru 1 mengajar di Sekolah A, sedangkan Guru 2 dan Guru 3 di Sekolah B. Penelitian ini mengkaji praktik asesmen adaptif PAI, mencakup perencanaan, pelaksanaan, dan pemanfaatan hasil bagi peserta didik berkebutuhan khusus. Hasil penelitian menunjukkan bahwa guru menerapkan asesmen adaptif melalui tanya jawab, observasi, praktik ibadah, serta pemanfaatan media sederhana maupun digital. Hasil asesmen dimanfaatkan untuk evaluasi, remedial, kolaborasi antarguru, dan komunikasi dengan orang tua. Temuan ini menegaskan pentingnya penyediaan media taktil yang memadai, dokumentasi yang sistematis, serta pengembangan profesional guru secara berkelanjutan agar asesmen PAI dapat berkontribusi secara efektif terhadap pendidikan inklusif yang adil dan bermakna di sekolah luar biasa.
Copyright (c) 2025 Ilma Hasanah, Elan Sumarna, Saepul Anwar https://creativecommons.org/licenses/by-nc/4.0/deed.id
Religion, State, and the Campus: Religious Moderation in the Context of Islamic Higher Education in Indonesia
This article examines campus-level understandings and attitudes toward religious moderation by drawing on data from students and academic representatives at three State Islamic Higher Education Institutions (Perguruan Tinggi Keagamaan Islam Negeri/PTKIN) in Indonesia: Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta, UIN Sumatera Utara, and Institut Agama Islam Negeri (IAIN) Manado. These three PTKIN were selected because they represent different regions of Indonesia and therefore provide a comparative perspective on how campuses conceptualize and implement religious moderation. This study adopts a qualitative paradigm as its primary analytical framework while also employing survey techniques that require quantitative analysis of field data. Accordingly, the research utilizes a mixed-methods approach. The analytical perspective is grounded in state ideology and education policy frameworks, which are further supported by data obtained through interviews, focus group discussions (FGDs), and document analysis. The article also explores the potential, opportunities, and challenges involved in strengthening religious moderation among students. The findings indicate that the majority of new students participating in the Pengenalan Budaya Akademik dan Kemahasiswaan (PBAK) program remain within a moderate category and demonstrate significant potential to be guided toward understandings, attitudes, and behaviors that align with national policies on religious moderation. The expected contribution of this study is to provide empirical input and comparative data for policymakers, particularly within PTKIN, to support the development of more effective, systematic, and strategic approaches to the socialization and implementation of religious moderation in higher education. Abstrak: Artikel ini menjelaskan tentang pemahaman dan sikap kampus terhadap moderasi beragama dengan mengambil sampel para mahasiswa dan perwakilan akademik dari tiga Perguruan Tinggi Keagamaan Islam Negeri (PTKIN) di Indonesia: Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta, UIN Sumatera Utara, dan Institut Agama Islam Negeri (IAIN) Manado. Pemilihan tiga kampus PTIKN ini didasarkan pada alasan bahwa ketiganya menjadi representasi dari tiga wilayah Indonesia yang, secara umum, bisa mendeskripsikan keberadaan kampus dalam memahami moderasi beragama. nelitian ini menerapkan paradigma kualitatif sebagai referensi utamanya, tetapi juga menggunakan metode survei yang membutuhkan perhitungan kuantitatif dari data lapangan. Oleh karena itu, penelitian ini menggunakan metode penelitian campuran. Sedangkan pendekatan studi yang digunakan mengacu pada “kebijakan ideologi negara” dan “kebijakan politik pendidikan” yang diperkuat dengan wawancara, FGD (focus group discussion), dan dokumentasi. Kampus menjadi bagian penting dari kebijakan pemerintah dalam upaya membangun moderasi beragama di kalangan mahasiswa. Artikel ini juga menjelaskan adanya potensi, peluang, dan tantangan terkait penguatan moderasi beragama di kalangan mahasiswa. Hasil sementara menunjukkan bahwa sebagian besar mahasiswa baru yang mengikuti pelaksanaan PBAK tersebut, masih dalam kategori moderat dan berpotensi untuk terus dibina dan diarahkan pada pemahaman, sikap, dan perilaku yang sesuai dengan kebijakan pemerintah. Hasil yang diharapkan dari penelitian ini adalah diperolehnya beberapa masukan dan data banding bagi para pengambil kebijakan, khususnya di lingkungan PTKIN, agar sosialisasi moderasi beragama bisa diselenggarkan lebih baik, sistemik, dan strategis.
Copyright (c) 2025 Halid, Setyadi Sulaiman, Rahman Mantu, Frans Sayogie, Idrus Al-Kaf, Mughni Labib https://creativecommons.org/licenses/by-nc/4.0/deed.id
A Study of Theological Values in Sara Pataanguna Philosophy within Butonese Community Culture: An Islamic Religious Education Perspective
This study examines the theological values embedded in the Sara Pataanguna philosophy of the Butonese people from the perspective of Islamic religious education. Using a qualitative case study design informed by anthropological and philosophical approaches, the research involved religious leaders, community figures, and traditional authorities as key informants. Data were collected through in-depth interviews and participant observation and analyzed using systematic qualitative procedures, including data reduction, data display, and conclusion drawing. The findings indicate that the theological values of Sara Pataanguna emphasize moral, ethical, and spiritual principles, as well as harmonious relationships among humans, God, and nature. These values are reflected in the daily lives of the Butonese community through cultural and religious practices, such as collective prayers, traditional rituals, and cooperative social activities that foster mutual assistance and respect. Furthermore, the study demonstrates that these theological values can be integrated into Islamic religious education through curriculum development, interactive pedagogical strategies, extracurricular programs, and teacher professional development. The study concludes that the integration of local theological values into Islamic religious education contributes to character development, cultural preservation, and the enhancement of educational relevance and quality. Abstrak: Penelitian ini bertujuan untuk mengkaji nilai-nilai teologis yang terkandung dalam filosofi Sara Pataanguna pada masyarakat Buton dari perspektif pendidikan agama Islam. Penelitian ini menggunakan pendekatan studi kasus kualitatif dengan perspektif antropologis dan filosofis. Informan utama terdiri atas tokoh agama, tokoh masyarakat, dan tokoh adat. Pengumpulan data dilakukan melalui wawancara mendalam dan observasi partisipatif, kemudian dianalisis menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa nilai-nilai teologis dalam Sara Pataanguna menekankan prinsip-prinsip moral, etika, dan spiritual, serta hubungan yang harmonis antara manusia, Tuhan, dan alam. Nilai-nilai tersebut diwujudkan dalam kehidupan sehari-hari masyarakat Buton melalui praktik budaya dan keagamaan, seperti doa bersama, ritual adat, serta aktivitas sosial gotong royong yang menumbuhkan sikap saling membantu dan menghormati. Lebih lanjut, penelitian ini menemukan bahwa nilai-nilai teologis tersebut dapat diintegrasikan ke dalam pendidikan agama Islam melalui pengembangan kurikulum, penerapan metode pembelajaran interaktif, kegiatan ekstrakurikuler, serta penguatan kompetensi guru. Penelitian ini menyimpulkan bahwa integrasi nilai-nilai teologis lokal dalam pendidikan agama Islam berkontribusi terhadap penguatan karakter, pelestarian budaya, serta peningkatan relevansi dan kualitas pendidikan.
Copyright (c) 2025 La Subu, Wardah Hanafie, Abdul Hakim Jurumiyah, Abdul Halik, Alwin Yasin https://creativecommons.org/licenses/by-nc/4.0/deed.id
Analysis of Educational Game Tools for Enhancing Early Childhood Creativity in SIKL
This study examines the use of Educational Game Tools (EGT) to enhance early childhood creativity at Sekolah Indonesia Kuala Lumpur (SIKL), focusing on the availability of EGT, teacher facilitation strategies, and their impact on children's creative development. The study employed a descriptive qualitative approach, involving two kindergarten teachers and one vice principal of curriculum as participants, with children aged 4–6 years as the subjects of observation. Data were collected through in-depth interviews, participant observation, and document analysis, and were subsequently analyzed using interactive models. The findings indicate that EGT availability is limited, with wooden blocks being the primary material due to space constraints and ongoing building renovations. Teachers employ adaptive facilitation strategies, including observation, the use of open-ended questions, and the integration of EGT within thematic learning. Despite these limitations, children demonstrate notable creativity, including improvements in fluency and flexibility of thinking, as well as enhanced social skills. This study underscores the significance of creative learning strategies, even when resources are limited. Abstrak: Penelitian ini mengkaji penggunaan Alat Permainan Edukatif (Educational Game Tools/EGT) untuk meningkatkan kreativitas anak usia dini di Sekolah Indonesia Kuala Lumpur (SIKL), dengan fokus pada ketersediaan EGT, strategi fasilitasi guru, dan dampaknya terhadap perkembangan kreativitas anak. Penelitian ini menggunakan pendekatan deskriptif kualitatif, dengan melibatkan dua guru taman kanak-kanak dan satu wakil kepala sekolah bidang kurikulum sebagai partisipan, serta anak-anak berusia 4–6 tahun sebagai subjek observasi. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen, kemudian dianalisis menggunakan model interaktif. Temuan penelitian menunjukkan bahwa ketersediaan EGT terbatas, dengan balok kayu sebagai bahan utama karena keterbatasan ruang dan renovasi bangunan yang sedang berlangsung. Guru menerapkan strategi fasilitasi adaptif, termasuk observasi, penggunaan pertanyaan terbuka, dan integrasi EGT dalam pembelajaran tematik. Meskipun terbatas, anak-anak menunjukkan kreativitas yang nyata, termasuk perkembangan dalam kelancaran dan fleksibilitas berpikir, serta peningkatan keterampilan sosial. Penelitian ini menekankan pentingnya strategi pembelajaran kreatif, meskipun dengan sumber daya yang terbatas.
Copyright (c) 2025 Qorri Anggraini, Asep Kurnia Jayadinata, Dhea Ardiyanti, Risang Panji Dermawan https://creativecommons.org/licenses/by-nc/4.0/deed.id
An Analysis of Students' Learning Difficulties in Studying the Quran and Hadith
Learning Al-Qur'an and Hadith is a fundamental component of Islamic education, as it plays a pivotal role in shaping students' cognitive, affective, and psychomotor competencies. However, its implementation in madrasas continues to face various challenges that affect the overall quality of learning. This study aims to identify the types of difficulties students experience in learning Al-Qur'an and Hadith at MTsN 3 Palu City, analyze the contributing factors, and formulate strategic recommendations to enhance learning quality. Employing a descriptive qualitative approach, data were collected through participatory observation, in-depth interviews, and document analysis. The findings reveal three major categories of learning difficulties. In the cognitive domain, students encounter significant challenges in understanding tajwīd rules, comprehending the meaning of hadiths, and grasping the historical context of verses and prophetic traditions. In the affective domain, low intrinsic motivation and a weak appreciation of Qur'anic values are evident. In the psychomotor domain, many students are unable to recite the Qur'an accurately (tartīl) and face difficulties in memorizing and applying religious teachings in daily life. The primary contributing factors include varying levels of Arabic proficiency, the predominance of lecture-based teaching methods, limited learning facilities, and the multicultural environment of Palu City. This study underscores the need for more varied, contextualized, and adaptive learning approaches, enhanced teacher competence, and improved learning infrastructure. The findings are expected to provide valuable insights for madrasas seeking to improve the holistic effectiveness of Al-Qur'an and Hadith learning. Abstrak: Belajar Al-Qur'an dan Hadits merupakan komponen fundamental dalam pendidikan Islam, karena berperan penting dalam membentuk kompetensi kognitif, afektif, dan psikomotorik siswa. Namun, implementasinya di madrasah masih menghadapi berbagai tantangan yang memengaruhi kualitas pembelajaran secara keseluruhan. Penelitian ini bertujuan untuk mengidentifikasi jenis-jenis kesulitan yang dialami siswa dalam mempelajari Al-Qur'an dan Hadits di MTsN 3 Kota Palu, menganalisis faktor-faktor yang berkontribusi, dan merumuskan rekomendasi strategis untuk meningkatkan kualitas pembelajaran. Dengan menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi. Temuan menunjukkan tiga kategori utama masalah pembelajaran. Di domain kognitif, siswa mengalami kesulitan signifikan dalam memahami aturan tajwid, makna hadits, dan konteks historis ayat-ayat Al-Qur'an serta tradisi nabawi. Di domain afektif, motivasi intrinsik yang rendah dan apresiasi yang lemah terhadap nilai-nilai Al-Qur'an terlihat jelas. Di domain psikomotorik, banyak siswa belum mampu membaca Al-Qur'an dengan benar (tartīl) dan menghadapi hambatan dalam menghafal serta menerapkan ajaran agama dalam kehidupan sehari-hari. Faktor-faktor utama yang berkontribusi meliputi tingkat kemahiran bahasa Arab yang bervariasi, dominasi metode pengajaran berbasis ceramah, fasilitas pembelajaran yang terbatas, dan lingkungan multikultural Kota Palu. Studi ini menyoroti pentingnya pendekatan pembelajaran yang lebih beragam, kontekstual, dan adaptif, peningkatan kompetensi guru, serta perbaikan infrastruktur pembelajaran. Temuan ini diharapkan dapat menjadi acuan berharga bagi madrasah dalam meningkatkan efektivitas holistik pengajaran Al-Qur'an dan Hadits.
Copyright (c) 2025 Ria Indriani https://creativecommons.org/licenses/by-nc/4.0/deed.id
The Effectiveness of Project-Based Learning in Enhancing Conceptual Understanding and Critical Thinking Skills: A Literature Analysis
The demands of the Industrial Revolution 4.0 require graduates of Vocational High Schools (Sekolah Menengah Kejuruan/SMK) to possess strong conceptual understanding and well-developed critical thinking skills in order to address complex workplace problems. However, instructional practices in vocational education remain largely dominated by conventional approaches that are insufficient to foster higher-order thinking skills. This study aims to examine the effectiveness of Project-Based Learning (PjBL) in enhancing these two competencies through a systematic literature analysis of peer-reviewed scientific articles published between 2015 and 2024, guided by the PRISMA flowchart. The findings indicate that PjBL consistently contributes to improved learning outcomes; nevertheless, most existing studies tend to investigate conceptual understanding and critical thinking as separate constructs. The effectiveness of PjBL implementation is significantly influenced by external factors, including teacher readiness, infrastructure availability, and effective time management. This synthesis highlights the urgent need to integrate conceptual reinforcement and critical reasoning within project design in vocational high schools to better prepare competent graduates. Future research is recommended to employ mixed-methods approaches to examine the simultaneous relationship between these two competencies, thereby strengthening the empirical foundation of vocational education. Abstrak: Tuntutan Revolusi Industri 4.0 mengharuskan lulusan Sekolah Menengah Kejuruan (SMK) memiliki pemahaman konseptual yang kuat serta keterampilan berpikir kritis yang baik agar mampu menyelesaikan permasalahan kompleks di dunia kerja. Namun, praktik pembelajaran di pendidikan vokasi masih didominasi oleh pendekatan konvensional yang belum mampu secara optimal mengembangkan keterampilan berpikir tingkat tinggi. Penelitian ini bertujuan untuk mengkaji efektivitas penerapan Project-Based Learning (PjBL) dalam meningkatkan kedua kompetensi tersebut melalui analisis literatur sistematis terhadap artikel ilmiah bereputasi yang dipublikasikan pada periode 2015–2024 dengan menggunakan alur PRISMA. Hasil analisis menunjukkan bahwa PjBL secara konsisten berkontribusi terhadap peningkatan hasil belajar; namun demikian, sebagian besar penelitian masih mengkaji pemahaman konseptual dan keterampilan berpikir kritis secara terpisah. Keberhasilan implementasi PjBL sangat dipengaruhi oleh faktor eksternal, seperti kesiapan guru, ketersediaan infrastruktur, serta pengelolaan waktu yang efektif. Sintesis ini menegaskan urgensi integrasi penguatan konsep dan penalaran kritis dalam perancangan proyek di SMK guna menghasilkan lulusan yang kompeten. Penelitian selanjutnya direkomendasikan untuk menggunakan desain metode campuran (mixed methods) guna menguji hubungan simultan antara kedua variabel tersebut, sehingga dapat memperkuat landasan empiris pendidikan vokasi.
Copyright (c) 2025 Subuh Triyasa, Yoto, Nunung Nurjanah https://creativecommons.org/licenses/by-nc/4.0/deed.id
Educational Organizational Design in Facing the Society 5.0 Era
Currently, the use of technology has become a necessity and has simultaneously brought about behavioral changes across all sectors. Accordingly, this study aims to explain the design of educational organizational development in the era of Society 5.0. This research employs a qualitative method with a phenomenological approach. The data sources consist of secondary data in the form of online documents. Data were collected through systematic observation and analysis of these online documents. The analysis of the online documents highlights that the design of educational organizational development in response to the Society 5.0 era is essential. Such development can be implemented through intervention techniques as a form of informed action, following preliminary research to identify elements of “novelty.” These findings indicate that the quality of human resources, management readiness, organizational behavior, and the ability to access and utilize literacy skills are the primary factors enabling the effective, efficient, and targeted design of educational organizations. Abstrak: Saat ini penggunaan teknologi telah menjadi kebutuhan dan sekaligus berhasil membuat perubahan perilaku dalam semua sektor. Oleh karena itu, penelitian ini bertujuan untuk menjelaskan desain pengembangan organisasi pendidikan dalam menghadapi era society 5.0. Penelitian ini menggunakan metode kualitatif dengan pendekatan fenomenologi. Sumber data dalam penelitian ini terdiri dari data sekunder berupa dokumen online. Teknik pengumpulan data dalam penelitian ini adalah observasi terhadap dokumen online yang didapatkan dan di analisis. Dari hasil observasi dokumen online menekankan bahwa desain pengembangan organisasi pendidikan dalam menghadapi era society 5.0. perlu dilakukan dan untuk melakukannya dapat menggunakan teknik intervensi sebagai bentuk tindakan setelah melakukan penelitian terlebih dahulu untuk menemukan “novelty”. Hal tersebut, menandakan bahwa kualitas sumber daya manusia, kesiapan manajemen, perilaku organisasi dan kemampuan mengakses literasi menjadi kunci utama dalam melakukan desain organisasi pendidikan dengan mudah, cepat dan tepat sasaran.
Copyright (c) 2025 Yuspiani, Muhammad Hidayat https://creativecommons.org/licenses/by-nc/4.0/deed.id
Inclusive Education and the Protection of Children’s Rights within an Islamic Educational Framework
This study aims to examine the concept of inclusive education from the perspective of Islamic education in promoting a non-discriminatory educational system. The research adopts a library-based methodology, analyzing 25 sources comprising textbooks, peer-reviewed academic journals, and relevant legal and policy documents. The scope of the study encompasses the historical development of inclusive education, its guiding principles of implementation, and the theological foundations of children’s rights within Islamic teachings. The findings indicate that inclusive education is congruent with core Islamic values of equality and justice, as articulated in Surah Al-Hujurat (49:13), which emphasizes that human dignity is determined by piety rather than physical or social attributes. Although Indonesia has established a relatively comprehensive regulatory framework supporting inclusive education, its implementation remains constrained by several factors, including limited teacher competence, inadequate infrastructure, and insufficient institutional understanding. These findings underscore that the principles of “diversity as a strength” and the adoption of adaptive curricula represent practical manifestations of holistic Islamic education. Furthermore, synergetic collaboration among government institutions, educational providers, and the wider community is essential for fostering an equitable learning environment. Effective implementation ultimately requires strong teacher commitment to adaptive and responsive pedagogical practices to ensure that the potential of all learners, including children with special needs, is optimally developed in accordance with their individual capacities. Abstrak: Penelitian ini bertujuan untuk mengkaji konsep pendidikan inklusif dalam perspektif pendidikan Islam guna mewujudkan sistem pendidikan yang non-diskriminatif. Metode penelitian yang digunakan adalah studi pustaka (library research) dengan menganalisis 25 referensi yang terdiri dari buku teks, jurnal ilmiah, dan peraturan perundangan terkait. Fokus kajian meliputi sejarah, prinsip pelaksanaan, serta landasan teologis hak anak. Hasil penelitian menunjukkan bahwa pendidikan inklusif selaras dengan nilai fundamental Islam mengenai kesetaraan dan keadilan, sebagaimana ditegaskan dalam QS. Al-Hujurat: 13 bahwa kemuliaan manusia terletak pada ketakwaannya, bukan kondisi fisik. Meskipun secara regulasi di Indonesia sudah kuat, implementasinya masih terhambat oleh keterbatasan kompetensi guru, sarana prasarana, dan pemahaman sekolah. Temuan ini menekankan bahwa prinsip keragaman sebagai kekuatan dan kurikulum adaptif merupakan manifestasi pendidikan Islam yang holistik. Diperlukan kolaborasi sinergis antara pemerintah, sekolah, dan masyarakat untuk menciptakan lingkungan belajar yang adil. Implementasi yang efektif menuntut komitmen guru dalam pembelajaran adaptif agar potensi setiap peserta didik, termasuk Anak Berkebutuhan Khusus (ABK), dapat berkembang optimal sesuai kemampuan masing-masing.
Copyright (c) 2025 Fajriah Inayati, Fitri Aulia, Mutiara Ariska, Ahmad Ismail Sulaiman https://creativecommons.org/licenses/by-nc/4.0/deed.id
Building Character through the Internalization of Moral Values in Learning from the Risalah Nur: A Case Study at Yasrib Islamic Boarding School, Soppeng Regency
Education plays a strategic role in shaping students’ character and moral development, particularly amid the challenges of modernization that tend to erode traditional moral values. This study aims to examine the processes, methods, and outcomes of internalizing moral education values through the teaching of the Risalah Nur at Yasrib Islamic Boarding School in Soppeng Regency. This research employed a qualitative method using a case study approach. Data were collected through in-depth interviews, observations, and document analysis. Purposive and snowball sampling techniques were used to select participants. Data analysis focused on identifying patterns and meanings related to the internalization of moral values in students’ daily lives. The findings indicate that the internalization of moral values is implemented through both formal and informal learning activities, including the practice of religious rituals, exemplary conduct demonstrated by male and female religious teachers, and the cultivation of a disciplined dormitory life. The learning methods are contextual and reflective, enabling values such as sincerity, patience, and responsibility to be effectively instilled. This internalization process has a positive impact on improving students’ moral attitudes toward Allah SWT, themselves, others, and the environment. Therefore, learning the Risalah Nur significantly contributes to the development of students’ noble character. Abstrak: Pendidikan memiliki peran strategis dalam membentu karakter dan akhlak peserta didik, terutama ditengah tantangan modernisasi yang menggeser nilai-nilai moral. Penelitian ini bertujuan untuk mengkaji proses, metode, dan hasil internalisasi nilai-nilai pendidikan akhlak dalam pembelajaran kitab Risalah Nur di Pondok Pesantren Yasrib kabupaten Soppeng. Penelitian ini menggunakan metode kualitatif dengan jenis studi kasus. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan dokumentasi. Teknik pengambilan sampel menggunakan purposive sampling dan snowball sampling. Analisis data dilakukan untuk memahami makna dan pola internalisasi nilai akhlak dalam kehidupan santri. Hasil penelitian menunjukkan bahwa internalisasi nilai akhlak dilaksanakan melalui pembelajaran formal dan nonformal seperi pembiasaan ibadah, keteladanan ustadz dan ustadzah, dan pembinaan kehidupan asrama. Metode pembelajaran bersifat kontekstual, reflektif, sehingga nilai-nilai seperti keihklasan, kesabaran, tanggung jawab dapat terlaksana dengan baik. Internalisasi tersebut berdampak positif terhadap peningkatan akhlak peserta didik (santri) terhadap Allah SWT., diri sendiri, sesama manusia, dan lingkungan. Oleh karena itu, pembelajaran kitab Risalah Nur berkontribusi dalam pembentukan karakter santri yang berakhlak mulia.
Copyright (c) 2025 A. Titin Reski, Syahruddin Usman, Afifuddin https://creativecommons.org/licenses/by-nc/4.0/deed.id
Optimizing the Role of Classroom Teachers in Enhancing Students’ Learning Independence in Aqidah and Moral Education
This study aims to examine the significant influence of the implementation of homeroom teachers’ core responsibilities on students’ learning independence in Aqidah and Akhlak among Grade XI students at MA DDI Takkalasi, Barru Regency. This research employed an ex post facto design. The population comprised all 51 Grade XI students at MA DDI Takkalasi, who were included as research participants. Data were collected using a structured questionnaire distributed to the respondents and subsequently analyzed through descriptive and inferential statistical techniques. The findings indicate that the implementation of homeroom teachers’ core duties accounts for 39% of the variance in students’ learning independence in Aqidah and Akhlak, while the remaining 61% is attributable to other factors not examined in this study. The observed contribution reflects an initial level of effectiveness in fostering students’ learning independence. Nevertheless, this influence can be further enhanced through the integration of additional supporting factors, which may provide a more comprehensive and meaningful learning experience. Moreover, systematic and targeted evaluation can assist students in identifying their strengths and areas for improvement, thereby increasing their motivation to develop greater learning independence. Abstrak: Penelitian ini bertujuan untuk menganalisis pengaruh signifikan pelaksanaan tugas pokok wali kelas terhadap kemandirian belajar akidah akhlak peserta didik kelas XI di MA DDI Takkalasi Kabupaten Barru. Jenis penelitian adalah penelitian ex-post facto. Populasi sebanyak 51 di ambil dari seluruh kelas XI yang ada di MA DDI Takkalasi. Metode pengumpulan data yang digunakan yaitu angket atau kuesioner. Angket disebarkan kepada responden kemudian dianalisis menggunakan analisis deskriptif dan analisis statistik inferensial. Hasil penelitian menunjukkan bahwa pengaruh tugas pokok wali kelas terhadap kemandirian belajar akidah akhlak peserta didik kelas XI di MA DDI Takkalasi berkontribusi sebesar 39% dan sisanya sebesar 61% dipengaruhi oleh variabel lain yang tidak dimasukkan dalam penelitian ini. Pengaruh sebesar 39% telah mencerminkan keberhasilan awal dalam meningkatkan kemandirian belajar peserta didik. Namun, pengaruh ini masih dapat ditingkatkan dengan faktor lainnya, hal ini akan memberikan pengalaman belajar yang lebih kaya dan mendalam bagi peserta didik. Begitupun dengan evaluasi yang terarah, peserta didik dapat memahami kekuatan dan kelemahan mereka, sehingga lebih termotivasi untuk meningkatkan kemandirian belajar.
Copyright (c) 2025 Raodatul Jannah, Saprin, Ridwan Idris https://creativecommons.org/licenses/by-nc/4.0/deed.id
A Systematic Literature Review on Strategies and Challenges in Instilling the Values of Religious Moderation at the Junior High School Level
This study examines the strategies and challenges involved in instilling the values of religious moderation at the junior high school level through a systematic literature review of 20 selected articles published between 2020 and 2024, employing the Context, Input, Process, and Product (CIPP) model as an analytical framework. Religious moderation in Indonesia plays a crucial role in maintaining social harmony and diversity, particularly amid the growing threats of radicalism and intolerance. Core values such as integrity, solidarity, and tolerance are integrated into the Islamic Religious Education curriculum and reinforced through extracurricular activities and interschool collaboration. Implementation is carried out comprehensively by engaging the entire school ecosystem to foster students’ character development, emphasizing tolerance and love for the nation. However, several challenges persist, including internal resistance, limited evaluation mechanisms, and the influence of broader socio-political dynamics. To address these challenges, the literature highlights solutions such as continuous teacher training, strengthening evaluation systems, collaboration with external stakeholders, and the strategic use of digital media to disseminate messages of tolerance. The findings underscore that the systematic and sustainable cultivation of religious moderation values is essential for developing an inclusive and nationalistic young generation capable of safeguarding national unity within Indonesia’s pluralistic social context. Abstrak: Penelitian ini menelaah strategi dan tantangan dalam menanamkan nilai-nilai moderasi beragama di tingkat sekolah menengah pertama melalui tinjauan pustaka sistematis terhadap 20 artikel terpilih yang diterbitkan antara tahun 2020 hingga 2024, dengan menggunakan model Context, Input, Process, and Product (CIPP) sebagai kerangka analisis. Moderasi beragama di Indonesia memegang peran penting dalam menjaga harmoni sosial dan keberagaman, khususnya di tengah meningkatnya ancaman radikalisme dan intoleransi. Nilai-nilai inti seperti integritas, solidaritas, dan toleransi diintegrasikan ke dalam kurikulum Pendidikan Agama Islam dan diperkuat melalui kegiatan ekstrakurikuler serta kolaborasi antar sekolah. Implementasi dilakukan secara komprehensif dengan melibatkan seluruh ekosistem sekolah untuk membentuk karakter siswa yang menekankan sikap toleran dan cinta tanah air. Namun, sejumlah tantangan tetap ada, termasuk resistensi internal, mekanisme evaluasi yang terbatas, dan pengaruh dinamika sosial-politik yang lebih luas. Untuk mengatasi tantangan tersebut, literatur menyoroti solusi seperti pelatihan guru secara berkelanjutan, penguatan sistem evaluasi, kolaborasi dengan pemangku kepentingan eksternal, serta pemanfaatan media digital secara strategis untuk menyebarkan pesan toleransi. Temuan penelitian menekankan bahwa penanaman nilai-nilai moderasi beragama secara sistematis dan berkelanjutan sangat penting untuk membentuk generasi muda yang inklusif dan nasionalis, yang mampu menjaga persatuan bangsa di tengah konteks sosial Indonesia yang pluralistik.
Copyright (c) 2025 Nazaruddin Iqbal Al Hamiid, Abd Madjid https://creativecommons.org/licenses/by-nc/4.0/deed.id
The Efficacy of Information and Communication Technology (ICT) Use in Islamic Religious Education Learning
This study aims to examine the effectiveness of Information and Communication Technology (ICT) use in Islamic Religious Education (PAI) learning at SMA Negeri 1 Baubau. The research employed a qualitative method with a descriptive approach. The vice principal, Islamic Religious Education teachers, and students of SMA Negeri 1 Baubau served as the primary data sources, while documents functioned as secondary data. Observation and interview guidelines were used as research instruments, and data were collected through in-depth interviews, participant observation, and documentation. Qualitative data were analyzed using data reduction, data display, and conclusion drawing or verification techniques. The findings indicate that ICT is implemented through interactive videos and digital presentations. Students reported that learning became more engaging through the use of e-learning applications, which enable them to study from home and access learning materials at any time. Furthermore, the results demonstrate that the use of ICT in Islamic Religious Education has the potential to significantly enhance students’ learning experiences, as learners show greater interest and improved comprehension of the material through e-learning platforms and instructional videos. However, challenges emerge when students and teachers are required to adapt to unfamiliar applications. Therefore, further training for teachers is necessary to optimize the use of ICT in the learning process. Overall, the study identifies supporting factors such as strong school commitment and adequate infrastructure, which positively contribute to ICT-based learning, as well as inhibiting factors, including unstable internet connections and difficulties in operating new applications, which may impede the optimal utilization of ICT. Abstrak: Penelitian ini bertujuan untuk menelaah efektivitas penggunaan Teknologi Informasi dan Komunikasi (TIK) dalam pembelajaran Pendidikan Agama Islam (PAI) di SMA Negeri 1 Baubau. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Wakil kepala sekolah, guru Pendidikan Agama Islam, dan siswa SMA Negeri 1 Baubau menjadi sumber data primer, sedangkan dokumen berfungsi sebagai data sekunder. Pedoman observasi dan wawancara digunakan sebagai instrumen penelitian, dan data dikumpulkan melalui wawancara mendalam, observasi partisipatif, serta dokumentasi. Data kualitatif dianalisis menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan atau verifikasi. Hasil penelitian menunjukkan bahwa TIK diterapkan melalui video interaktif dan presentasi digital. Siswa melaporkan bahwa pembelajaran menjadi lebih menarik dengan penggunaan aplikasi e-learning, yang memungkinkan mereka belajar dari rumah dan mengakses materi pembelajaran kapan saja. Selain itu, hasil penelitian menunjukkan bahwa penggunaan TIK dalam Pendidikan Agama Islam berpotensi meningkatkan pengalaman belajar siswa secara signifikan, karena peserta didik menunjukkan minat yang lebih tinggi dan pemahaman materi yang lebih baik melalui platform e-learning dan video pembelajaran. Namun, tantangan muncul ketika siswa dan guru diharuskan menyesuaikan diri dengan aplikasi yang belum familiar. Oleh karena itu, pelatihan lanjutan bagi guru diperlukan untuk mengoptimalkan penggunaan TIK dalam proses pembelajaran. Secara keseluruhan, penelitian ini mengidentifikasi faktor pendukung seperti komitmen sekolah yang kuat dan infrastruktur yang memadai, yang berkontribusi positif terhadap pembelajaran berbasis TIK, serta faktor penghambat, termasuk koneksi internet yang tidak stabil dan kesulitan dalam mengoperasikan aplikasi baru, yang dapat mengurangi pemanfaatan TIK secara optimal.
Copyright (c) 2025 La Ode Jirman, Tobroni, Abdul Halik, Wardah Hanafie, Fahmi N. H. https://creativecommons.org/licenses/by-nc/4.0/deed.id
Implementation of the Merdeka Curriculum in MTs Level: Evaluative Review of Countenance Stake Model
The Merdeka Curriculum was designed to offer flexibility and differentiated learning, yet its implementation in Islamic boarding schools faced challenges, particularly during early adoption. This study evaluated its implementation at Islamic boarding school–based Madrasah Tsanawiyah using Stake’s Countenance Evaluation Model with a descriptive quantitative approach supported by qualitative data. Participants included 35 teachers and 234 students from five Islamic boarding schools in Agam Regency, West Sumatra, selected via purposive sampling. Data were collected through Likert-scale questionnaires, document analysis, and in-depth interviews. Quantitative data were analyzed descriptively, and qualitative data underwent thematic analysis. Results showed that at the antecedents stage, human resource readiness reached 86% and infrastructure readiness 81%, despite institutional disparities and infrastructure limitations. At the transactions stage, learning implementation achieved 76%, with challenges in differentiated instruction and shifting learning paradigms. At the outcomes stage, assessment documentation and qualitative impacts scored 92%, though quantitative learning outcomes were not yet measurable. Key obstacles included limited module development, low technological literacy, facility disparities, and restricted project-based learning funding. Importantly, schools maintained Islamic identity while integrating the Merdeka Curriculum. The study recommends longitudinal research, broader samples, development of quantitative outcome measures, and strengthened systematic support to improve curriculum implementation quality. Abstrak: Kurikulum Merdeka dirancang untuk memberikan fleksibilitas dan pembelajaran yang berbeda, namun implementasinya di pesantren menghadapi tantangan, terutama pada tahap awal. Penelitian ini mengevaluasi pelaksanaan Kurikulum Merdeka di Madrasah Tsanawiyah berbasis pesantren menggunakan Model Evaluasi Countenance Stake dengan pendekatan deskriptif kuantitatif yang didukung data kualitatif. Partisipan terdiri dari 35 guru dan 234 siswa dari lima pesantren di Kabupaten Agam, Sumatera Barat, yang dipilih melalui purposive sampling. Data dikumpulkan melalui kuesioner skala Likert, analisis dokumen, dan wawancara mendalam. Data kuantitatif dianalisis secara deskriptif, sedangkan data kualitatif dianalisis secara tematik. Hasil menunjukkan pada tahap antecedents, kesiapan sumber daya manusia mencapai 86% dan kesiapan infrastruktur 81%, meskipun terdapat disparitas antar lembaga dan keterbatasan fasilitas. Pada tahap transactions, pelaksanaan pembelajaran mencapai 76%, dengan tantangan dalam pembelajaran berbeda dan perubahan paradigma belajar. Pada tahap outcomes, dokumentasi penilaian dan dampak kualitatif mencapai 92%, meskipun hasil belajar kuantitatif belum dapat diukur. Kendala utama meliputi pengembangan modul, literasi teknologi terbatas, disparitas fasilitas, dan dana proyek terbatas. Pesantren tetap mempertahankan identitas Islam sambil mengintegrasikan Kurikulum Merdeka. Penelitian ini merekomendasikan penelitian longitudinal, sampel lebih luas, pengembangan instrumen kuantitatif, dan penguatan dukungan sistematis untuk meningkatkan kualitas implementasi kurikulum.
Copyright (c) 2025 Rahmah Yunita, Widihastuti https://creativecommons.org/licenses/by-nc/4.0/deed.id
Promoting Religious Moderation in Public Schools: An Analysis of Islamic Religious Education
Indonesia faces challenges of diversity and rising exclusivity, which demand proactive strategies to foster social cohesion. In response to these dynamics and internal school incidents, strengthening religious moderation has become urgent for shaping inclusive student character. This study examines the implementation of religious moderation at SMA Negeri 1 Banguntapan, Yogyakarta, using a qualitative case study approach. Data were collected through interviews with Islamic Religious Education (PAI) teachers and the school’s quality assurance team. Analysis followed the Miles and Huberman interactive model, and data validity was ensured through triangulation of sources and techniques. The results indicate that the program is driven not only by government directives but also by an internal crisis (the 2022 hijab case) and the broader vision of preparing students for the post-truth era. Implementation occurs through three main strategies: (1) daily practices combining religious rituals and nationalism, (2) integration of moderation values into PAI as a hidden curriculum, and (3) fostering an inclusive school culture grounded in local wisdom. Evaluation is conducted through the National Assessment and internal supervision. The program has demonstrated a positive impact on students’ tolerance and critical thinking skills. This study recommends an adaptive model for integrating religious moderation in public schools. Abstrak: Indonesia menghadapi tantangan keberagaman dan menguatnya eksklusivitas yang menuntut strategi proaktif dalam merawat kebhinekaan. Merespons dinamika tersebut serta insiden internal sekolah, penguatan moderasi beragama menjadi urgensi untuk membentuk karakter siswa yang inklusif. Penelitian ini bertujuan untuk mengkaji penerapan moderasi beragama di SMA Negeri 1 Banguntapan, Yogyakarta. Penelitian ini bertujuan mengkaji penerapan moderasi beragama di SMA Negeri 1 Banguntapan menggunakan pendekatan kualitatif studi kasus. Data dikumpulkan melalui wawancara dengan guru PAI dan tim penjamin mutu sekolah. Analisis data dilakukan menggunakan model interaktif Miles dan Huberman, sedangkan validitas data diuji melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa program ini tidak hanya didorong oleh instruksi pemerintah, tetapi juga respons terhadap krisis internal (kasus jilbab 2022) dan visi menghadapi era post-truth. Implementasi dijalankan melalui tiga strategi utama: (1) pembiasaan harian yang menyatukan ritual agama dan nasionalisme; (2) integrasi nilai moderasi dalam PAI sebagai hidden curriculum; dan (3) budaya sekolah inklusif berbasis kearifan lokal. Evaluasi dilakukan melalui Asesmen Nasional dan pengawasan internal. Program ini terbukti berdampak positif pada peningkatan toleransi dan kemampuan berpikir kritis siswa. Studi ini merekomendasikan model integrasi moderasi beragama adaptif di sekolah umum.
Copyright (c) 2025 M. Aji Asnal Hak, Muh. Wasitch Achdi https://creativecommons.org/licenses/by-nc/4.0/deed.id